|Name||Phase||Areas of Specialism|
|Eleanor Amato||Primary||English, writing, SPaG and reading||Click here for a biography of Eleanor Amato|
|Joni Benjamin||Primary||SEND, whole school leadership of SEND, inclusive classroom practices and teacher development||Click here for a biography of Joni Benjamin|
|Naomi Boyce||Primary||English and phonics, Whole school development of the Talk for Writing approach and Whole Class Guided Reading||Click here for a biography of Naomi Boyce|
|Chloe Butcher||Primary||Maths, music, assessment, diminishing differences||Click here for a biography of Chloe Butcher|
|Emma Cooper||Primary, Special||Autistic Spectrum Disorders, SEN||Click here for a biography of Emma Cooper|
|Victoria Langan||Primary||English and NQT development||Click here for a biography of Victoria Langan|
|Katy Pearson||Primary||English phonics, reading and writing and NQT development||Click here for a biography of Katy Pearson|
|Becca Tranter||Primary||SEND and music||Click here for a biography of Becca Tranter|
|Meg White||Primary||Phonics KS1 assessments||Click here for a biography of Meg White|
SLEs will be monitored and held accountable for the quality of the support they provide. They will be expected to be able to evidence that their work has had a positive impact.
As a Teaching School, we are responsible for ensuring that the SLEs we have designated are providing high-quality support to others and that this support is having a positive impact. We are also responsible for reviewing the designation of any SLEs whose work does not ensure sufficiently high-quality outcomes.
To identify and monitor appropriate outcomes and impact measures for deployments, we may look at indicators such as:
Before an SLE is deployed there would be a brokerage contract completed to outline specifically what the area of focus is, the agreed duration/scope of the deployment, funding agreement and impact indicators